Barbara Thrush reviewed Chapter 16 and facilitated discussion around compliance. She discussed how the State monitors schools for continuous improvement and reviewed the State and self-evaluation forms.
Following are points that resonate for LMSD:
there is currently support for gifted certification or endorsement at PDE
students may be evaluated for gifted services once per school year--not calendar year
PDE looks at all documents for monitored schools and pays close attention that academic functioning (present levels) are not "cookie cutter" as well as legitimate dates
subject teachers are expected to "do gifted" in their classrooms
regular ed teachers should recieve SDI for all gifted students
all teachers and parents are to have gifted in-service opportunities
parents should be offered procedural safeguards at every GIEP meeting
there is no limit on how long a student can remain on monitoring status
to exit rising seniors, we can use box #4 on the NORA and write it in during the second semester of Juior year (there does not need to be another meeting at the end of senior year)
Also:
- Chapter 16 revision is currently underway; a draft will be available soon, followed by hearings and then a final revision
- the state is trying to have IEP's and GIEP's more aligned; however speech and language doesn't quite fit with "single plan"
-school districts must provide training in gifted education to regular education teachers, not just mention opportunities
-school districts must have information about gifted services located where parents can easily obtain the information
-THERE IS NO LIMIT TO HOW LONG A STUDENT CAN REMAIN ON MONITORING STATUS...I know that this was already mentioned but I think it is such an important piece of information
Also:
Most of my points have already been covered, but I would like to stress how important I feel it is that regular ed. teachers be provided training in gifted education.
Following are points that resonate for LMSD:
Also:
- Chapter 16 revision is currently underway; a draft will be available soon, followed by hearings and then a final revision
- the state is trying to have IEP's and GIEP's more aligned; however speech and language doesn't quite fit with "single plan"
-school districts must provide training in gifted education to regular education teachers, not just mention opportunities
-school districts must have information about gifted services located where parents can easily obtain the information
-THERE IS NO LIMIT TO HOW LONG A STUDENT CAN REMAIN ON MONITORING STATUS...I know that this was already mentioned but I think it is such an important piece of information
Also:
Most of my points have already been covered, but I would like to stress how important I feel it is that regular ed. teachers be provided training in gifted education.